CI 161
Methods and Materials for Teaching Secondary Science
Fall 2011
Course Goals:
 Further development of teaching skills through microteaching of science lessons
 (TPE1B, NCATE 1.1, 1.3)
 Familiarity with major science education reform initiatives and their impact
 Familiarity and development of skills for application of CA Standards for Science
 Familiarity with research on how students learn science
 Effective use of technology in the science classroom
 Teaching all students, all the time including the range of learners in any classroom
 Integration of Environmental Education into the science curriculum
 The multi-cultural classroom and how to effectively teach in diverse settings
Making pre-service students more aware of STEM careers and strategies for encouraging their
K-12 students, especially those from under represented populations to realize that each of them
can have a career in a STEM field.
Instructional Objectives:
1.) Analyze and study the ideas of certain educational theorists who have contributed essential
themes, concepts and/or skills related to the teaching of science (CTC Standard 13, TPE
1B).
Topics
Effects of Race, Social Class, and Tracking on Students’ Opportunities to Learn Science;
Directions for Research and Development: Alternative Methods of Assessing Scientific Literacy;
Performance Assessment in Science; Teaching Science for Understanding Equitably; The Underrepresentation of women, minorities, and disabled persons in science. (TPE 2 & 4)
2.) Become familiar with the overall secondary science curriculum found in many secondary
schools across the nation as well as locally. Included in this objective will be familiarization
with the philosophies for the curriculum as it currently is represented as well as the “new”
curriculum promoted by the new standards (state and national).
3.) Develop effective strategies for using a variety of instructional strategies in teaching science
in order to maximize learning of key science concepts. This will be accomplished by having
you prepare and deliver more than one science lesson to your peers in this class and also
possibly to middle or high school students if you are currently student teaching or interning.
These standards-based lessons will be geared to a range of student abilities as reflective of
the typical science classroom. The lessons will also incorporate 2 strategies for linking
science topics to technological and societal issues and problems in an effort to make the
science topics more relevant to the learner and to motivate students to learn. Access to the
Internet and MERLOT (Multi- media Educational Resource for Learning and Online
Teaching) to review and secure instructional materials will be an important skill in the
process of preparing the lessons. Students will also develop unit plans that include lessons
encompassing goals, objectives, strategies, activities, materials and assessment plans
congruent with each other and that include essential themes, concepts, and/or skills.
Examine, first hand, the many resources and applications associated with current, state of
the art teaching technology. (CTC Standard 24/25, TPE 1B, 2, 3, 5, 6C, 9, 10, NCATE
1.1,1.3, 4.1)
Topics:
Providing Comprehensible Input so All Students Have Access to the Whole Curriculum; Select
Key Science Concepts from Content Being Taught and the Selections of the Language that
Encodes These Science Concepts; Using Technology and Science Instrumentation in a Way That
Promotes Success for All Students.
4.) Become engaged in role playing and conflict resolution scenarios geared at emphasizing
strong student teacher rapport and promoting effective science and science laboratory
classroom management skills. This will be primarily accomplished as participants in the
micro-teaching experiences. (CTC Standard 22)
5.)
Students will engage in reading/discussion linked to adaptations of the science curriculum,
instructional materials, and technology for teaching science to students whose English is
limited. (CTC Standard 12)
Topics:
Using Content Area Materials to Further English Language Development; Allowing Students to
Express Meaning in a Variety of Way Using Media and Technology; Using Strategies to
Integrate Language and Content Objectives
6.) Students will identify and practice strategies for modifying the teaching/learning process in
science to meet the needs of linguistically diverse learners (CTC Standard 13, 25, TPE 4,)
Topics:
Grouping Students to Promote Access to Content (i.e. peer tutoring, etc.); Grouping Students to
Promote Equal Access to Science Content; Grouping Students to Promote Success in Science for
All Students.
7.) Students will learn strategies and techniques for assessing prior learning and evaluating
student achievement following instruction which are most appropriate for teaching science.
(CTC 28, TPE 3, NCATE 1.7))
Topics:
Investigate the Many Strategies in Which We Can Install Creative Thinking and ProblemSolving Skills in Science Students Through Such Well Known Projects at “Odyssey” and “STS”,
“FCEPT”, SMECTEP”, “Noyce”, and the “PST” program; Methods of Assessment
(performance-based, portfolios, 3 projects, labs, standardized tests, criterion-referenced tests,
informal observation, embedded assessment, self-evaluation and self-reflection, etc.);
Development and Trial Testing of Open-Ended Assessment Items and Become Basically
Familiar with Alternative Strategies for Evaluation of Students in the Science Classroom
Through Such Means as Use of Portfolios, Journals, Performance-Based Embedded Assessment
Techniques, etc.; Ongoing Formative Assessment, State Mandates for Identification, Placement,
and Re- Designation/Exit.
8.) Students will recognize the importance of using a variety of assessment strategies to allow
diverse learners to demonstrate achievement of desired outcomes (CTC Standard 28, TPE
3).
Topics:
Multiple Intelligence; Multiple Modalities; Choices for Demonstrating Understanding
9.) Identify and describe effective strategies for meeting the needs of a wide range of learners
whether we are dealing with ethnically, cognitively, culturally, or linguistically diverse
learners. Hands-on science can be effective for enhancing the success of all learners
(building self-esteem) in your classroom. Creation and/or selection of hands-on, inquirybased science lessons appropriate for all learners will enhance this teaching skill. (CTC
Standard 31, TPE 4, 8).
10.) Examine the many opportunities in the science education classroom to afford students an
opportunity to improve and expand their written expression through use of journals,
portfolios, and laboratory record notebooks, etc. Development of and familiarization with
classroom management strategies which are especially appropriate for teaching science and
promoting student interest and participation in science (CTC Standard 25/26, TPE 9).
Topics:
Conflict Resolution in Science Laboratories; Classroom Management in Multi- Cultural Science
Classrooms; Journals and Portfolios as a Means of Understanding Your Students; Examine and
Discuss Effective Strategies for Classroom Management; Using Classroom Organization That
Promotes Interaction Among Students and Between Teacher and Student.
11.) Students will explore ways to relating content to students who have diverse interests and
backgrounds and conceptions about science concepts (CTC Standard 24, TPE 4)
Topics:
Incorporating multi-cultural emphasis into curriculum/materials selection; Promote diversity as a
valuable resource; and Present Content from a Multi- Cultural Perspective
12.) Students will develop lessons and activities which emphasize the use of higher order
thinking skills in science (CTC Standard 29, TPE 9))
Topics:
Effective student grouping to promote academic achievement and development of higher order
thinking and problem solving
13.) Students will identify multi-cultural curriculum materials designed to promote and enhance
cross-cultural understanding and will investigate other ways that they can make their
curriculum more multi-cultural in content and perspective (CTC Standard 25,31, TPE 4,5)
Topics:
Identification of curriculum materials that enhance cultural understandings; Cultural resources
from the community; The importance of valuing diversity in the classroom and in the
community; and presenting content from a multi- cultural perspective
14.) Students will discuss strategies appropriate for managing students’ safety in a science lab
setting (CTC Standard 26)
Topics:
Fostering positive relationships among students in inquiry science investigations
15.) Students will develop and practice teaching techniques and activities which are likely to
actively engage diverse learners and to promote equal access to the science curriculum.
Students will also conduct regular self-analysis as part of the micro-teaching experience.
Reflection on the delivery of the lesson will be a key component of these experiences. (CTC
Standard 12/14/25, TPE 13)
Topics:
Using a variety of interactive teaching strategies and styles such as student- student interaction
and teacher-student interaction; Using media and technology effectively, Organizing/displaying
information in a variety of ways.
16.) Many lessons in the class, whether delivered by students or instructor, will be geared to the
so-called constructivist model whereby students are encouraged through intrinsic
motivational strategies to become positive and confident about learning and to become
independent thinkers (CTC Standard 29).
Topics:
Learning science by doing science; The learner’s conception about the nature of science.
17.) Discuss and share unit plans that are being used in student teaching in which students are
currently engage ( CTC Standard 4)
TPE IB (Teacher Performance Expectation IB)
Teaching Science in a Single Subject Assignment
This course will emphasize elements from the Teacher Performance Expectation IB in all of the
microteaching and unit development activities as described below:
Candidates for a Single Subject Teaching Credential in Science demonstrate the ability to teach
the state-adopted academic content standards for students in science (Grades 7-12).
They balance the focus of instruction between science information, concepts, and principles.
Their explanations, demonstrations, and class activities serve to illustrate science concepts, and
principles, scientific investigation, and experimentation.
Candidates emphasize the importance of accuracy, precision, and estimation.
Candidates encourage students to pursue science interests, especially students from groups
underrepresented in science careers.
When live animals are present in the classroom, candidates teach students to provide ethical care.
They demonstrate sensitivity to students' cultural and ethnic backgrounds in designing science
instruction.
Additionally, Single Subject Candidates guide, monitor and encourage students during
investigations and experiments. They demonstrate and encourage use of multiple ways to
measure and record scientific data, including the use of mathematical symbols. Single Subject
Candidates structure and sequence science instruction to enhance students’ academic knowledge
to meet or exceed the state-adopted academic content standards for students. They establish and
monitor procedures for the care, safe use, and storage of equipment and materials, and for the
disposal of potentially hazardous materials.
Teaching Strategies:
Experience planning yearly, unit, and daily lesson planning (some of these, not all)
Learning to teach science process lessons and thinking skills
Using student-centered lessons such as lab activities, cooperative learning groups, science
through inquiry, etc.
Use teacher-centered lessons including leading effective discussions and using effective
questioning techniques; using technology effectively
Understanding and using the special curricular concerns such as: science safety, planning field
trips, multi-cultural grouping, heterogeneous grouping; and remedial and extracurricular
activities.
Much of this will be included in discussion associated with your microteaching activities.
Effective Classroom and Materials Management:
Understanding and using effective classroom management skills such as assertive discipline,
positive self-esteem building, team and seating arrangements, ordering and management of
supplies and equipment; grouping for equal access to science; and safety. Links to resources on
these topics and a possible guest speaker will address this topic.
Reading Materials
Reading materials will be provided periodically and posted on Blackboard. The Textbook will be
“Teaching Secondary School Science: Strategies for Developing Scientific Literacy.” Bybee,
Powell, and Trowbridge. Ninth Edition
Grading:
It is fully anticipated that each and every one of you should do well in this course as you are now
professional educators, albeit in the early stages. Participation, active leadership, organization
and delivery of lessons, contributions of materials and lessons to the MERLOT digital library,
and creation of a comprehensive unit plan will form the basis of the final grade. There will be 2
term papers assigned and there will be on take home final exam based upon synthesis of readings
The papers will be valued at 100 points each and the final at 150 points. A complete unit of
instruction (with lessons to be posted on MERLOT) will be valued at 250. Total points possible=
500.
Plagiarism/Cheating:
I follow and implement student discipline procedures relating to cheating, plagiarism and other
problems as noted under sections 41301 through 41304 of the California State University, Fresno
General Catalog. Please review. The penalty for either plagiarism or cheating is an automatic
failing grade for the course. It also leaves a very bad impression of you as a person and future
professional
Special Needs Students: Please identify yourself to the instructor as soon as possible so that
accommodations may be made. For more information, contact Student Services with Disabilities
in the Library (278-2811).
Daily Schedule
Day 1
Objective: Introduce course and syllabus, have students each learn about each other’s preservice
teaching experience(s) to date and do a presentation on the objectives of science teaching from
Chapter 7 (The Goals of Science Teaching) and Chapter 8 (The Objectives of Science Teaching)
from the Text “Teaching Secondary School Science”: Strategies for Developing Scientific
Literacy. Rodger Bybee, Janet Carlson Powell, and Leslie Trowbridge.
Activities: Students will complete Activity 7-1 and 7-2 and 7-4 in class followed by full class
discussion of results. In addition, students will complete (in- class) Activity 8-1 with discussion
following. Students will compare answers.
Assignment: Purchase textbook and read Textbook Chapter 1 including doing Activity 1-1, 1-2,
1-3, 1-4, 1-5.
Day 2
Objective: Students will explore a range of activities in Environmental Education through
training in Project WILD.
Activities: Students will receive training in Project WILD at the Fresno County Office of
Education Outdoor Environmental Education Facility at Scout Island on the San Joaquin River.
Assignment: Chapter 20: Teaching Science for Differences: Gender and Culture. Teaching
Secondary School Science. Strategies for Developing Scientific Literacy. 9th Edition
Day 3
Objective: Students will identify and practice strategies for modifying the teaching/learning
process in science to meet the needs of linguistically diverse learners (CTC Standard 13, 25,
TPE 4,)
Activities: There will be a 30-40 minute presentation on and Small Group Discussion Session
based upon assigned readings. Discussion will include the importance of grouping students to
promote access to Content (i.e. peer tutoring, etc.); grouping students to promote equal access to
science content; grouping students to promote success in science for all students. Discussion of
teacher bias, course material bias, parental bias, adding ethnicity and culture to the mix,
implications for instruction, and providing equal opportunities and expectations. Students will
also discuss identifying multi- cultural curriculum materials designed to promote and enhance
cross- cultural understanding and will investigate other ways that they can make their curriculum
more multi-cultural in content and perspective (CTC Standard 25, 31, TPE 4, 5). Discussion will
also include the identification of curriculum materials that enhance cultural understandings;
cultural resources from the community; the importance of valuing diversity in the classroom and
in the community; and presenting content from a multi-cultural perspective.
Assessment: Students will list products from group presentation and explain their significance
through group break out reporting.
Assignment: Produce a 5 page 1.5 space paper on teaching science for English Language
Learners using the California Journal of Science Education compendium of articles on EL
Learners in science teaching. Students will include discussion linked to adaptations of the
science curriculum, instructional materials, and technology for teaching science to students
whose English is limited. (CTC Standard 12). Topics to be included in the paper will include
Using Content Area Materials to Further English Language Development; Allowing Students to
Express Meaning in a Variety of Way Using Media and Technology; Using Strategies to
Integrate Language and Content Objectives. Paper will also discuss identifying and describing
effective strategies for meeting the needs of a wide range of learners whether we are dealing with
ethnically, cognitively, culturally, or linguistically diverse learners. Hands-on science can be
effective for enhancing the success of all learners (building self-esteem) in your classroom.
Creation and/or selection of hands-on, inquiry-based science lessons appropriate for all learners
will enhance this teaching skill. (CTC Standard 31, TPE 4, 8).
Assessment: Paper will be score based upon ability to effectively cite references, transitions,
logical sequence of ideas, grammar, and presentation of key ideas from readings.
Assignment: Read Chapter 18: Educational Technology in the Science Classroom. In addition,
all students are to log onto the MERLOT Digital Library and join and develop an individual
profile for the next class.
Day 4
Objectives: Students will develop a familiarity of and facility with a range of online learning
resources including the MERLOT Digital Library and the MERLOT Science Education
Commons (developed by the CSU Technology Center for Science Education Excellence
(TechCSEE).
Activities: Students working in pairs will search through online data bases in the National
Science Digital Library, NASA, and similar sites and develop a 5 item personal collection of
online resources in their MERLOT profile.
These resources will later be included in their microteaching of lessons to the class and in their
units of instruction due at the end of the semester.
Laptop computers (provided by each student for the class) will be needed.
Assessment: In class and extended through the next two weeks, students will peer review each
other’s contributions and make comments online regarding the quality and utility of each other’s
contributions. The instructor will review in upcoming classes contribution made by students as
well as associated lesson plans linked to the resources. The assessment will include completeness
of the personal collection, completeness of the lesson plans in terms of being standards-based,
grade level appropriate, infusion of technology, strategies for working with a range of learner
abilities, etc.
Assignment: Students are required to read the learning guide for use of the MERLOT Content
Builder and the tutorial on the MERLOT Content Builder for the next class meeting.
Day 5
Objectives: Students will learn how to effectively use the MERLOT Content Builder online
resource. This powerful online resource will help them become very organized. It is expected
that all instructional units (a unit of instruction is the culmination requirement for this course)
will be placed onto the MERLOT Content Builder and ultimately shared with other students who
will have access to the unit online.
Activity: Students will be trained on how to use the MERLOT Content Builder and upon
completion of training will work independently to create their own Website as a beginning point
in the use of the MERLOT Content Builder.
Assessment: Students will be assessed based upon the completion of a comprehensive science
teaching individual Website. Assessment will be based upon inclusion of all elements required
in each section of the Website development protocol.
Assignment: Students will have two weeks to develop a 5 page (1.5 spaced) paper on the many
faces of assessment. The focus of the paper will be on how they will develop a comprehensive
assessment program for their own science classroom. The readings assigned for this paper are
included in the California Journal of Science Education Volume V. Issue 1, Fall, 2004 as
follows:
“A Brief History of Recent Trends in Large-Scale Assessment”- Laura Hamilton and
Daniel M. Koretz
“Bringing the Science Assessment Standards into the Classroom”. Audrey Champagne and
Sherwood.
“New Jersey Science Curriculum Framework: Assessing Science Learning”
“Appropriate Use of High-Stakes Testing in Our Nation’s Schools”. American Psychological
Association Online.
“Valid Uses of Student Teaching as Part of Authentic and Comprehensive Student Assessment,
School Report, and School System Accountability”. William J. Grobe and Douglas McCall.
“What Wrong with Teaching to the Test?” Dave Posner.
“NCLB and High Stakes Accountability” A Cure? Or a Symptom of the Disease?” William J.
Mathis
“Pencils Down! How Decontextualized Standardized Testing Can Destroy Education.” David
Thornburg
“Nine Principles of Good Practice for Assessing Student Learning”. American Association for
High Education (AAHE) Assessment Forum.
“The Human Face of the High Stakes Testing Story”. Linda Nathan
Assessment: Paper will (as all papers in this course) will be graded on level of inclusion of key
points from each of the papers included in the journal, logical sequence of thought, grammar, and
original thought.
Assignment: The assignment for the next class meeting is to read Chapter 21 from the text
“Teaching Secondary School Science”. The Chapter Title is “Classroom Management and
Conflict Resolution”
Day 6
Objectives: Students will become familiar with aspects of effective classroom management.
The section will be taught by a guest instructor from the local school district (FUSD). Students
will learn elements of effective conflict resolution and organization of a science classroom
hands-on lab work, etc.
Activities: Students will work in small groups and discuss points from the assigned reading. The
discussion will include conflict resolution in science laboratories; classroom management in
multi-cultural science classrooms; journals and portfolios as a means of understanding students;
effective strategies for classroom management; using classroom organization that promotes
interaction among students and between teacher and student. Each group will report out products
of their discussion.
Assessment: Students will produce (in class) a one page paper on how they would each deal
with classroom scenarios that focus on handling conflict resolution in the classroom. The paper
will be graded based upon organization of thought and inclusion of strategies presented in class.
Assignment: In preparation for a series of class meetings that allow students to each microteach
a 30 minute lesson, students are expected to create a lesson plan and read assigned chapters from
the text on lesson plan design. The lesson is to be emailed to the instructor for comment. 4
students will be expected to begin the microteaching (30 minutes each followed by 10 minutes of
microteaching assessment discussion). The number of evenings required will be a function of the
size of the class. An average of 4 days is anticipated.
Days 7, 8, 9, and 10
Objective: Each and every student will be provided an opportunity to teach a science lesson to
their peers. The purpose will be for each student to experience the delivery of a lesson and to
receive peer and instructor feedback immediately upon completion of the lesson.
Activities: Four students will each conduct a 30 minute science lesson with the remainder of
students as the audience. The lessons will be based upon a pre-circulated lesson plan. The
microteaching lessons can be on any science (standards-based) lesson topic from grade 7-12 in
any science discipline.
Assessment: Upon completion of the microteaching experience, each student who has presented
will self-reflect and self-critique on their perception of the lesson just presented. In addition,
students in the class will comment and provide constructive feedback to the presenter as will the
class instructor. Feedback will be based upon observation protocol used in the EHD 155 A and
EHD 155B. Assessment discussion will include all elements of successful teaching including,
effective questioning for high level thinking (Bloom’s Taxonomy), use formative and summative
assessments, standards-based instructional objectives, circulation while teaching, management of
laboratory activities, classroom management, grade level appropriate academic language,
strategies for EL students in the science classroom, effective grouping of students, safety in
science teaching, and related items.
Assignment: Throughout the microteaching period of days in the semester, all remaining
chapters of the text are to completed and including chapter end activities to be turned in for
evaluation.
Day 11
Objective: Presentation on Misconceptions in the Science Classroom (using the “Private
Universe” series) followed by small group discussions. The purpose will be for students to better
understand the important role of the science teacher in helping students to work out of their
alternative conceptions of the natural world.
Activities: Students will view “A Private Universe” and complete activities in class associated
with the area of misconceptions in science. In addition, they will break into small groups and
discussion articles from the California Journal of Science Education Misconception series.
Assignment: Read Unit 5 in the Textbook and prepare for discussion on unit assignment at the
next class meeting.
Day 12
Objective Students will understand the nature and structure of a unit of instruction as, in small
groups they discuss Models of Effective Science Teaching (Chapter 13) from the text with an
emphasis on the 5-E’s model of teaching science through inquiry and details of a unit of
instruction in Chapter 14 of the text (Planning for Effective Science Teaching).
Activities: Working in groups, student will craft an overall outline of an instructional unit with
special attention to the checklist of requirements for the Science Unit provided on pages 194-195
in the text. The unit will be based upon the 5-E Inquiry approach to teaching and learning
science.
Assignment: A the major assignment for this course, each student will construct a unit of
instruction based upon the elements provided by the textbook provided in Chapter 14/15. The
California Standards-Based unit must be for any grade in 7-12 and consist of a thematically
linked set of lesson plans with all associated resources. The unit of instruction will be placed
onto the MERLOT Content Builder and will include all resources, assessments, online resource
links, and strategies for diverse learners.
Assessment: Assessment will directly linked to the “checklist” (essential a rubric) of materials
included in Chapter 14 and inclusion of all essential elements of the 5 E’s Model of Inquiry
Teaching. This assignment must be completed by the final exam day. The final exam day will be
used to allow each student a chance to share their planned units with their peers.
Assignment: Assignments for the remainder of the semester are for all students to continue to
work on the unit of instruction and master the MERLOT Content Builder as the online resource
to house and organize the unit.
Day 13
Objective: Students will become familiar with strategies for safety in teaching science as
established by the State of California and certain professional societies.
Activity: A guest speaker (Ms. Jean Pennycook) annually presents this session on safety in
science and uses videos provided by Flynn Scientific, Inc. as a teaching tool. Students leave with
a host of materials on safety in science teaching.
Assessment: Students will complete a pre-and post-test on safety practices in teaching science in
the secondary school classroom.
Day 14
Objective: Students will visit the Lawrence Livermore National Lab and (subject to scheduling)
the Lawrence Hall of Science. The purpose of the visit will be for students to see “big science”
and to learn about summer research opportunities for science teachers. At the Lawrence Hall of
Science, they will learn about the many curriculum development projects for science teaching
that have come out of the Hall over the past several years.
Activity: A full day (possibly a Friday) field trip to Livermore and Berkeley.
Assessment: Students will write a report on the field trip and discuss those elements of the trip
that will help their teaching of science in the years ahead.
Day 15
GUEST SPEAKER NIGHT: STEM Career Awareness
This evening is devoted to bringing in distinguished STEM professionals to talk about
STEM career options for their students. The local MESA Director also addresses the needs
for minority representation in STEM careers and strategies for helping science teachers to
foster interest among their students from underrepresented groups in STEM careers.
Day 16
Objective: Students will learn what other students have created for their individual units of
instruction and learn how they will be able to use each other’s products through the online
resource MERLOT Content Builder
Activity: Each Student will share his or her unit of instruction with others in the class and
provide details of each lesson included in the unit.
Assessment: The unit of instruction will be graded based upon the rubric of completeness
provided in the textbook.